12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
Indirect Support:
12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
1985
1920
660
310
JK to 12
8 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 18
12 to 16
Learning, Behavioral
In-class adaptations
$28,400 to $38,400
$3,400 to $11,550
$23,100 to $53,550
Yes
Yes
0%
30%
9 to 12
8 to 12
$0
$10,000
44
62
0%
87%
0%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 9 - 12
Yes: grades 6 - 12
No
Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
Read The Our Kids Review of Meadowridge School
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Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
View full reportThe school began its life in 1920 as a convent school, though came into its own—and gained the present name—after Father Athol Murray arrived in 1927. Murray is one those great Canadians that we all should know more about. Charity was a guiding principle, and he believed that quality education was to be offered to all, if they wanted it, whether they could pay for it or not. Indeed, many students he admitted couldn’t, and he took them anyway. It was on that basis that he was invested into the Order of Canada.
Still, Murray is more remembered today due to his influence in regional and professional hockey. He once said, “I love God, Canada and hockey—not always in that order.” He built the Notre Dame Hounds into a force, and in time the program attracted students for that reason, many of who went on to professional careers. Olympic medalist Delaney Collins is an alum, as is Wendell Clark and of course many others. That said, there is far more to the school than hockey. The program is based in the Catholic tradition, and attention to values is a particular attraction, both for students who share that tradition as well as those who don’t. Character is important, too, and while we tend to look first at the hockey program, the list of notable alumni would be impressive even without the NHL players. The ideal student is one looking for a strong foundation for their careers at university and beyond.
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"Meadowridge is an IB Continuum World School supporting a growing community of learners from Junior Kindergarten through to Graduation. While we have enjoyed celebrating the outstanding academic results of our children, our greatest sense of pride comes from supporting their development into kind, morally bound, and critically thinking leaders in our society. We learn how to care for ourselves and others while embracing change and developing the confidence to not only meet the future but also to create it."
"Athol Murray College of Notre Dame is a private, independent, co-educational boarding high school, rooted in Catholic tradition and open to students of all faith backgrounds. Athol Murray College of Notre Dame is dedicated to the development of intellectual, social, emotional, spiritual and physical qualities of our students with a passion for lifelong learning. Through a balance of strong academic, athletic and spiritual growth in a safe and caring prairie environment, we prepare our students for life as leaders."
"Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem-solving."
"Athol Murray College is more than just a school, it is a way of life. The College is located on 50 acres within the small rural Village of Wilcox, surrounded by endless skies and expansive views, with breath-taking sunsets and ocean like wheat fields. This physical location allows for our students to feel safe, secure and part of a local community. It provides an unique atmosphere free from the distractions, but still connected to the global world with our 21st Century Education Learning Plan."
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"Meadowridge is a full IB continuum school from JK to Grade 12 and is nestled into the lush environment of Maple Ridge. Boasting 27 acres of land, the Meadowridge campus is home to a regenerative farm, greenhouses, gardens, a campground, and an outdoor cookhouse. Inside, the school's library holds more than 47,000 resources, there are many purpose-built classrooms and spaces, and various common areas for reading, studying, and collaborating."
"Families will choose Notre Dame because of the proven success of our challenging academic, athletic and spiritually balanced lifestyle. Notre Dame develops leaders who are equipped with the emotional, physical, mental and social tools needed to become successful and contributing members within their own communities. The developmental growth within ND students is the most noticeably distinguished character commented on by our parents and guardians."
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"One of the aspects of our school that is often overlooked is the convenience of all essential amenities located in one location. Our university style campus provides everything you need with no more long hours spent driving to location for sports or clubs. It's all right outside your doorway. We are not just a hockey school, we have 15 high school sports including ND Alumni competing professionally in football and rugby and a new Esports Athletic Program (Canada's 1st Prep-College Program)."
"Meadowridge School began because of a group of parents decided against all odds to open an independent school in Maple Ridge, BC. This was in 1985, when Maple Ridge was seen as a small exurban community, more working-class than wealthy, with limited road and bridge infrastructures. Establishing a viable school in this area, at that time, was an audacious pursuit. These founding parents had the audacity - and the determination, hard work, and vision, too."
"Families might find surprising that no other high school in the world has developed more elite junior, collegiate, USPORTS, NCAA, National, Olympic, NHL and professional hockey players than Notre Dame with over 215 NHL drafted players alone. ND graduates also receive more than twice as much in post-secondary scholarships and 50% more scholarships that the average Canadian high school. 80% of all students are on the Honour Roll with 100% graduation rate."
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For those that I have not already met, my name is Scott Banack and I am the Headmaster at Meadowridge School. Having been part of the Meadowridge community since 2009, I have worked as a teacher, MYP coordinator, Middle School Principal, and most recently, the Deputy Headmaster. I have had the opportunity to work with many of the very dedicated and motivated Meadowridge community.
Throughout my 20+ years of experience as an educator, I have been fortunate to work at some of the best schools around the world. I started my career in rural Alberta, before heading overseas to work as a teacher and administrator in Turkey, the Philippines, and Venezuela. My wife Stacy, a teacher at Meadowridge, and I decided to move closer to home after our son Ethan was born. That’s when we found Meadowridge and it has become such an important component of our family. We’ve brought both Ethan and our daughter, Adele, to Meadowridge and it has become their second home. Our connection runs deep, with great friends, colleagues, and peers. It is impossible to accurately describe in words, as this is a community that needs to be experienced to be truly appreciated.
Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem solving. I am consistently impressed by our students not only for what they are able to accomplish, but the integrity, honor, pride, resilience, and compassion they display while reaching these great heights.
I am energized by the thoughts of a new school year, filled with promise, excitement, nervous energy, and an eternal optimism. I look forward to building this community alongside all of you.
Best regards,
Scott Banack
Head of School
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Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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At Meadowridge our Mission, "learning to live well, with others and for others, in a just community" is woven into our everyday actions and interactions, both at the school and in the community at large. It acknowledges the importance of positive interactions with others and in seeking to better the community as we better ourselves. It looks beyond gender, nationality, culture and class. It guides staff, administration, students, and families to meet responsibilities and fulfill dreams. This atmosphere of respect combined with a challenging and enriched curriculum provides many opportunities for students to excel in the core academic subjects of reading, writing, math, science and areas of creative expression and original thought, such as performing and visual arts, athletics, clubs, computer science and drama - all of which foster a strong sense of personal and community pride and cause for celebration. We believe in the importance of celebrating our students’ individual and collective accomplishments as we strive for their highest level of performance, whatever their stage of development.
The academic program at Notre Dame is an integral part of the development of the complete Notre Dame Hound. Graduates from Notre Dame are regularly accepted at top universities in Canada, the United States and abroad. At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. A professional, highly educated and highly motivated academic faculty provides students with a unique learning experience. The creation of a positive classroom environment where students are challenged to think and speak for themselves contributes to the education of our students. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Part of learning to read at Meadowridge is also learning to love reading. We offer an extensive library full of resources and a Kindergarten specific Family Reading Program created by our very own Teacher Librarians and Kindergarten teachers.
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The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students learn through creative expression: they learn to understand and to analyze, to problem solve and to self-express, and they learn about themselves and about the world around them. So while they strum, or stroke, or sing, or sculpt, they learn a new way to express themselves and to convey feelings; students learn to become active meaning-makers, not passive recipients. By learning from the entire symbolic range, students evolve as both artist and learner of the arts. Through language and art, dance and movement, photography, film and multimedia, students learn to understand the essence of things – of people, culture, art, business, sciences, politics – and the nuances within them.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
At Meadowridge, we teach our students to acquire, use, and share information in multiple forms and ways so that it becomes meaningful knowledge. When it comes to technology, every decision we make is based on learning, and that’s because technology cannot replace outstanding teaching or collaboration with other learners. We make sure that our school and our students control technology, and are not controlled by it.
Technology is an integral part of learning at Athol Murray College of Notre Dame. we strive to use modern teaching approaches that use technology to enhance student learning, facilitate collaboration, and make creating and communicating e ective and easy. we work closely with students to develop their technology skills and to promote the responsible use of technology and social media tools. Notre Dame also provide families back home an online portal to be able to access student grades, school calendars and collaborate with the Notre Dame Community from anywhere in the world. Every student is issued a tablet that can be utilized from anywhere on our wireless campus. for students frequently traveling o campus, it is easy to stay organized, access coursework and connect with teachers and classmates.
Web design
Robotics
Computer science
In Physical and Health Education, students learn to appreciate the value of physical activity and develop the motivation for making healthy life choices. PHE is taught so that students learn about and learn through physical activity. Students develop the knowledge, skills, and attitudes which contribute to a healthy and balanced lifestyle: a balanced lifestyle which includes a healthy body, mind, and spirit. PHE is a critical element of a well-rounded learner. All students in the PYP and MYP participate in PHE, and have additional requirements for physical and activity outside of their courses.
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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Meadowridge’s Junior Kindergarten and Kindergarten programs provide developmentally-appropriate learning opportunities for children to explore, socialize and grow in a safe and supportive environment. This takes place in a brand new, purpose built Early Childhood Education building. Children are active learners. In Junior Kindergarten and Kindergarten children learn by exploration and problem-solving in a safe environment. Students learn through play and units of inquiry based on the International Baccalaureate Primary Years Programme. This includes exploration into science, art, community, literacy, math, dance, athletics, technology, music, and more. Student develop skills through a hands-on activities where they can test, try, and engage.
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Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our program challenges our students to find out more about their own beliefs, their own bodies, and society. When students graduate, they are equipped to deal with the complex realities of life, where critical thinking is at a premium. There are trained to question: how could this be better? In every unit of instruction, the children have a guiding question which they seek to answer. At the younger grades, the question is generated by the teacher, and smaller questions arise from the students. In older grades, we expect students to generate their own questions, and to personalize their learning.
At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At the heart of all we do at Meadowridge is our Mission Statement, learning to live well, with others and for others, in a just community. We have created a just community within the school – one that is shaped by caring and trust, and also clarity of expectation and rules. We teach our students how to care for themselves, because a balanced and happy life is critical to their future. Students also learn to care for others, because a successful future is one in which common welfare is shared by all.
Our aim is the growth of individuals with deeply rooted personal values, who are ready to take responsibility for their own lives and to serve the true needs of our society in Canada and the world. This aim is achieved through the College's program of studies and of spiritual, cultural and social activities, with a special emphasis on athletics. It is also reached through the experience of community life in the College, a life involving both cooperation and competition in the context of the prairie village of Wilcox.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
8 - 12
0%
30%
$0
$10,000
0%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 9 - 12
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades K - 12
No
No
No
No
No
A Meadowridge student is one that seeks challenges in order to grow. We are not looking for perfect children, as they don't exist, but children who love to learn and explore the world. Children who are kind, willing to make mistakes and learn from them, and share their knowledge with others. From Junior Kindergarten to Grade 12, our students call Meadowridge home.
The Notre Dame Man & Woman The world today is looking for men and women, Who are not for sale Who are honest, sound from centre to circumference, true to the heart's core With consciences as steady as the needle to the pole Who will stand for the right if the heavens totter and the earth reels Who can tell the truth and look the world right in the eye Who neither brag nor run Who neither flag or flinch Who can have courage without shouting it In whom the courage of everlasting life runs still, deep and strong Who know their message and tell it Who know their place and fill it Who know their business and attend to it Who will not lie, shirk or dodge Who are not too lazy to work, nor too proud to be poor Who are willing to eat what they have earned and wear what they have paid for Who are not ashamed to say "No" with emphasis God is looking for them. He wants those who can unite together around a common faith - who can join hands in a common task - and who have come to the kingdom for such a time as this. God give us such as them. Not only will they be better prepared to fulfil their duties as a citizen, they should make a better friend, a better husband, a better father, a better wife, because free people do. They will, in short, be better prepared to live, and when their hour comes, they will know better how to die because free people do. – Athol Murray
Our admissions process is set-up specifically to determine if your child and family are the right fit for Meadowridge. From inquiry to assessment, we strive to get to know each family and the potential of each child.
There are tests and assessments but what it really comes down to is the fit. If your child will flourish at Meadowridge and your family will be an active member of our community is one of the most important factors for admissions.
Not all children and families are the right fit for our school. Meadowridge is a challenging school. We offer a rigorous curriculum and have high expectations of our students, not just academically but intellectually and emotionally. We expect them to take our Mission to heart, "Learning to live well, with others and for others, in a just community".
All Applicants:
